Set-up: Show an image related to traveling or hosting friends. This could be a picture of friends enjoying a trip together. Briefly introduce the topic of inviting friends to visit your country. Task: Begin with a discussion about traveling and visiting friends. Ask the following questions to engage the students: "Have you ever visited a friend in another country?" "Have you ever invited a friend to visit you?" "How did you do it? Did you use a message, a phone call, or an email?" This discussion will help generate interest and set the context for the lesson. Feedback: After the discussion, summarize the key points shared by the students. Highlight different methods of inviting friends and any interesting experiences they shared. Transition: transition to the text analysis activity, where I will show the sample email and help them identify the different sections and language used.

Text Analysis: Set-Up: Display the sample email and ask students to read it and think of a good subject line for the email and identify the different parts (greeting, invitation, additional information, closing, sign-off). Task: Students share their subject lines and the parts of the email. They can discuss some expressions used. Feedback: Clarify any questions students might have about the email's structure or language. Transition: Explain that they will now look at some useful language

Set-Up: Teacher shows the sample email and ask students to identify some useful sentences they can use when writing an informal email. Task: Ss discuss the informal language and expressions used in the email. Teacher clarifies meaning, form, pronunciation and appropriacy. Highlight key informal phrases and explain why they are effective in creating a friendly tone. Feedback: Teacher checks pronunciation and answers any questions. Transition: Explain that they will now write their own email invitation.

Set-Up: Show the task sheet with instructions and word limit (35-45 words). Task: Allow students time to write their emails, encouraging them to use the structure and language from the sample email. Feedback: The teacher is available in case of questions or doubts. Transition: Explain that they will now peer review each other's emails.

Set-Up: Assign students to pairs or small groups and explain the peer feedback process using the checklist. Task: Monitor and assist as needed, ensuring that students provide constructive feedback based on the checklist. Feedback: Provide feedback on some common mistakes and good examples, and praise for students' efforts. Transition: Summarize the main points of the lesson and finish the lesson.